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1.
This article explores citizenship education's need to focus on both ‘political’ and ‘social’ literacy within a communitarian framework. The Crick Report (1998; see also Lahey, Crick and Porter, 1974), while recognizing that the social dimension of citizenship education was a precondition for both the civic and political dimensions, concentrated largely on ‘political’ literacy. This article examines the social dimension of citizenship education. Concern with the social dimension of the curriculum in schools is not a recent interest, but changes within society have accelerated the social demands made upon schools. At the very least, society expects schools to correct the behaviour of children and to teach them values which usually means insisting on ‘good’ behaviour. The social development of pupils has thus assumed a much greater place in the aspirations of schools. Programmes of personal and social education, together with citizenship education, invariably emphasize a range of social skills and these skills are introduced early and built upon throughout the years of schooling. An individual's sense and ability to make socially productive decisions do not develop by themselves; rather, they require knowledge, values and skills. Above all opportunities are required for children to experience social relations in such a way that they are able to operate critically within value-laden discourses and thereby to become informed and ethically empowered, active citizens. 相似文献
2.
Backing the right horse: Teacher education,sociocultural analysis and literacy in rural education 总被引：1，自引：0，他引：1
This paper is a reflection on the way that a background in sociocultural theory and research actually saved my teaching career by allowing me to shift from being a dispenser of knowledge to a cultural neophyte attempting to understand where he is. Teaching then is understood as a reading exercise which is undertaken in a particular place which itself needs to be read by the effective teacher. This is a narrative inquiry into practice which represents an attempt to understand my own teaching career in the light of Frank Smith's (1984) provocative essay “How education backed the wrong horse” in which he argues that anthropology would have made a better choice for a foundational discipline for education than psychology. I conclude with some thoughts on what this perspective implies for literacy instruction. 相似文献
3.
Adrian Blackledge 《Curriculum Journal》2013,24(3):291-312
In this article I argue that current government policy for teaching literacy in schools in England is part of a broader ideology of homogeneity which is visible in other dominant-culture institutions. Despite the multilingual nature of England and its schools, the dominant discourse is one which values English at the expense of other languages, leading to the ‘misrecognition’ (Bourdieu, 1998b: 131), by majority and minority language speakers alike, of English as the sole language of symbolic capital. While the first part of this article outlines the monolingual ideology of current literacy policy in schools in England, and locates this in the context of a similar ideology evident in discourses beyond education, I also suggest that this process of symbolic domination is not inevitable. Schools need not be sites of social and cultural reproduction. They can challenge existing relations of power in society, and put in place structures and practices which question and even reverse the coercive relations between majority-culture schools and minority-culture communities and their children. I propose some ways forward in the development of structures which can enable schools to become sites of social and cultural transformation, rather than reproduction. 相似文献
4.
Successful adult literacy and basic education programs are notoriously difficult to achieve. One reason for this has to do with how the question, “literacy for what?” is answered for a given program. All too frequently, the answer to that question is shaped more by the goals of the literacy provider than it is by learners’ own goals and desires. 相似文献
5.
For decades, Haitians have immigrated to the Dominican Republic in search of a better life, yet such hopes have been elusive for many. Since the 1980s, in the midst of shifting economic and political conditions, changing interpretations of the Constitution have increasingly denied Dominican citizenship to children born to Haitians in the Dominican Republic. Drawing on qualitative interviews with people of Haitian descent, the article demonstrates how citizenship claims are textually mediated, and it examines how agents of the Dominican state exert authority over Haitian- and Dominican-born people of Haitian descent through literacy events and literacy practices. Specifically, we consider not only how the withholding of documents shaped immigrants’ lives but also how state agents selectively and arbitrarily interpreted documents, such as passports, visas, birth certificates, and national identity cards, based upon various factors, including witnesses to the social interaction, whether bribes were forthcoming, and the state agent's determination of the social and economic value of the document bearer. While dominant development discourses routinely suggest that literacy skills provide a protective factor and potentially redress inequality, we demonstrate that literacy events are yet another social interaction in which authorities with power easily impose their interpretations on vulnerable populations. 相似文献
6.
Jo Fletcher Faye Parkhill Amosa Fa'afoi Leali'ie'e Tufulasi Taleni Bridget O'Regan 《Teaching and Teacher Education》2009
The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of Education, teachers, teacher educators and the Pasifika community. For many students from a minority ethnic group, the interpretation of texts from a different culture provides challenges for teachers that require mediation in the construction of meaning. Our previous research accordingly asked Years 5–9 Pasifika students in mainstream schools in the South Island of New Zealand to tell us what they saw as supports and barriers to their literacy learning. The study that is the subject of this present article built on that research by asking the teachers and parents of Pasifika students in a cluster of schools to state what they thought supported or hindered literacy learning for these youngsters. Our particular aim was to enhance identification and understanding of pedagogical practices and family/community factors which influence literacy learning outcomes for Pasifika students during the primary school years. The research found that Pasifika students' literacy learning, and overall learning, was more likely to be enhanced when Pasifika values, language identities and cultural knowledge were made an implicit part of teaching and learning practices. 相似文献
7.
Rachael Levy 《International Journal of Early Years Education》2016,24(3):279-293
This paper presents a historical reflection on gender and literacy, with a view to informing the present teaching of literacy in early childhood. The relationship between gender, literacy and opportunity in the labour market is examined, given that despite girls’ achievement in literacy, in comparison with boys’, women continue to earn substantially less than men. In order to understand this relationship, this paper reflects on literacy as a socio-historical construct as well as examining the ways in which the past is constitutive in forming enduring notions of gender that penetrate all elements of society, including the literacy classroom. This critical analysis of what is learned about and through the medium of literacy in the early childhood classroom has major implications for the teaching of literacy today. It is argued that in order to address this issue, early childhood educators need to value and nurture children’s digital literacies as well as create learning environments that allow all children genuine opportunities to question, challenge and explore dominant discourses that are embedded in text. 相似文献
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9.
Literacy as a social practice is integrally linked with social, economic and political institutions and processes. As such, it has a material base which is fundamentally constituted in power relations. Literacy is therefore interwoven with the text and context of everyday living in which multi-levelled meanings are organically produced at both individual and societal level. This paper argues that if language thus mediates social reality, then it follows that literacy defined as a social practice cannot really be addressed as a reified, neutral activity but that it should take account of the social, cultural and political processes in which literacy practices are embedded. Drawing on the work of key writers within the field, the paper foregrounds the primary role of the state in defining the forms and levels of literacy required and made available at particular moments within society. In a case-study of the social construction of literacy meanings in pre-revolutionary Iran, it explores the view that the discourse about societal literacy levels has historically constituted a key terrain in which the struggle for control over meaning has taken place. This struggle, it is argued, sets the interests of the state to maintain ideological and political control over the production of knowledge within the culture and society over and against the needs identified by the individual for personal development, empowerment and liberation. In an overall sense, the paper examines existing theoretical perspectives on societal literacy programmes in terms of the scope that they provide for analyses that encompass the multi-levelled power relations that shape and influence dominant discourses on the relative value of literacy for both the individual and society. 相似文献
10.
Kavale and Lindsey concluded in 1977 that adult literacy programs from 1965 to 1977 failed to address successfully the problem of adult illiteracy. Ten years later, the average literacy program participant still fails to achieve a functional level of literacy. Even so, some students are extremely successful in these programs. What can we learn from these people about the factors that contribute to success and failure in adult literacy programs? This was the question addressed in the present study. Data from 194 students were selected from the 1982–86 records of a typical community-based, volunteer-oriented adult literacy program. Nine personal and program variables found to discriminate significantly between extremely “successful” and extremely “unsuccessful” students were factor analyzed to identify those factors fundamental to success and failure. Two factors accounted for 46.1% of the variance. First, in comparison to unsuccessful students, successful students had greater reason to expect their efforts to achieve literacy would be successful. Second, successful students saw greater relevance in literacy and literacy training than did unsuccessful students. These findings are consistent with expectancy-value theories of motivation and suggest some ways in which the effectiveness of literacy programs may be enhanced. 相似文献
11.
Cilla Choresh Zemira R. Mevarech Moti Frank 《International Journal of Educational Research》2009,48(4):225-234
The main purpose of this study is to investigate the effects of three instructional methods on students’ technological literacy (TL) and argumentation ability. Participants were 285 seventh grade Israeli boys and girls (12–13-year-old) who studied in 18 technology classes in four junior high schools. The three teaching methods were: (a) teaching technology by exposing students to structured argumentation (SA); (b) teaching technology by encouraging students to explain their reasoning in an unstructured way (UA), without explicit guidance regarding “what is a good argument” and “how to construct it”; (c) teaching technology in a “traditional” way, with no emphasis on argumentation (NA). Results indicate that the SA group significantly outperformed the other two groups regarding knowledge of technology, but no significant differences were found between the three groups on knowledge about technology. The SA group also outperformed the other two groups in argumentation. 相似文献
12.
“Tjaa,I Do Have Ears,But I Do Not Hear”: New Literacy Studies and the Awakening of a Hearing Teacher
Karen Rut Gísladóttir 《Studying Teacher Education》2014,10(2):179-194
To address the low literacy achievement of minority students, the sociocultural movement of the New Literacy Studies (NLS) encourages us to expand on current understandings of literacy. Instead of thinking of literacy as a neutral set of skills transferable from one setting to another, NLS researchers encourage us to contextualize literacy within individuals’ social and cultural realms. In this view, there are multiple literacies. As a literacy teacher of students who are deaf, I have witnessed students struggling with school-based literacy learning. As I began to examine what I was doing within the classroom, I realized that my assumptions about literacy instruction were the main source of students' struggles. In this study I explore how I used the theoretical perspective of the NLS to expand my understanding of literacy. The findings suggest that, in order to base literacy instruction on students' resources, teachers need to learn to negotiate conflicting educational Discourses on reading and writing, to create a space within the classroom for students to bring in their literacy practices, and to recognize and preserve students' agency and identity in their learning. Findings also indicate the vital role of writing in deaf students' learning of Icelandic. 相似文献
13.
Leigh A. Hall Amy Suzanne Johnson Mary M. Juzwik Stanton E.F. Wortham Melissa Mosley 《Teaching and Teacher Education》2010
This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers. Each study offers a detailed account of how literate identities are constructed and enacted and the positive and negative consequences that occur for teachers and students when they are enacted. Taken together, these three studies demonstrate how teachers' and students' understandings of identity can promote or inhibit literacy teaching and learning. 相似文献
14.
Drawing on the work of one teacher candidate, I demonstrate what can be learnt about the process of discursively constructing a teacher identity through the close study of written plans and portfolios. This teacher candidate positioned herself differently over time in relation to discourses from her teacher education programme about the importance of using detailed knowledge of students to guide planning and instruction. In the end, she downplayed specific information about students, arguing students' interests were “worthless.” The findings have implications for the ways teacher educators work with teacher candidates around artefacts of practice. 相似文献
15.
This article, which is speculative in outlook and emerges from an extended literature review on this subject, takes as its basic premise the notion that the idea of ‘creativity’– whether in relation to literacy, schooling or the economy, is constructed as a series of rhetorical claims. These rhetorics of creativity emerge from the contexts of research, theory, policy and practice. Initially, we distinguish 10 rhetorics, which are described in relation to the philosophical or political traditions from which they spring. The discussion then focuses on four rhetorics – play, technology, politics/democracy and the creative classroom – which have most relevance for understandings of literacies and the way in which these are nurtured, encouraged and expressed in different social settings. This article aims to summarise the rhetorics and their major concerns, while considering how selected ones might apply to an instance of media literacy. Key questions addressed in this article ask whether creativity is more usefully understood as an internal cognitive function or an external cultural phenomenon; whether it is a ubiquitous human activity or a special faculty; whether it is necessarily ‘pro‐social’ or should be dissident; and what the implications of a culturalist social psychological approach to creativity might be for analyses of the media literacy of children and young people. 相似文献
16.
Noel Gough 《Cultural Studies of Science Education》2017,12(4):769-794
In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners’ development of a critical literacy concerning the social and cultural changes signified by the concept of biopolitics. I consider how such a biopolitically inflected critical literacy might find expression in a science teacher education curriculum and suggest a number of ways of materializing such a curriculum in specific literatures, media, procedures, and assessment tasks, with particular reference to the contributions of science fiction in popular media. 相似文献
17.
Madhubalan Viswanathan S. Gajendiran R. Venkatesan 《International Journal of Educational Development》2008
To function in the economic realm, two important resources that individuals need are finances and know-how. Whereas there has been considerable attention on microfinancing, we describe an educational program that focuses on enabling generic skills about the marketplace and complements these important efforts. We conducted research aimed at understanding lives and marketplaces in subsistence contexts in urban and rural parts of a state in South India. We used the research as a basis for developing a consumer and entrepreneurial literacy educational program. This program uses the “know-why”, or an understanding of marketplaces, as a basis for the know-how of being an informed buyer or seller. Despite the difficulties with abstract thinking that low-literate individuals experience, we enable deeper understanding of marketplaces by leveraging the social skills that participants bring to the program and relating educational content back to their lived experiences. Such understanding can enable individuals to place themselves on a path to lifelong learning. Implications of this work for research and practice in non-formal education are discussed. 相似文献
18.
This article uses data from longitudinal, ethnographic research to examine how, six years after attending literacy classes, 12 adults in rural El Salvador used literacy, their perceptions of the temporary and longer-term psychosocial and economic benefits of literacy education, and their memories of literacy classes. The findings support prior research highlighting the unpredictable consequences of literacy education. Although some personal changes were ephemeral, learners nevertheless identified long-term psychosocial and interpersonal benefits, which they attributed mainly to the rituals of social interaction they practiced in literacy classes. These findings underscore the social dimensions of literacy education. 相似文献
19.
This paper explores the ways in which policy discourses have constructed rationales for addressing adult literacy over the last 50 years. In particular, we examine how policy positions the literacy learner as citizen within discourses of rights and equity. Taking the case of the UK, we compare two key documents produced at different historical moments. Our discourse analysis reveals a long standing discourse of individual deficit within a functional model of literacy. This is now overlaid by a discourse of social exclusion that views adult learners as entrepreneurial global citizens who must compete within a market economy. 相似文献
20.
王九玲 《安阳师范学院学报》2014,(2):141-144
信息素养教育是推进素质教育的重要途径,也是促进终生学习和构建学习化社会的重要手段。在概述信息素养与信息素养教育内涵演变的基础上,分析了当代大学生信息素养教育的现实需要,结合信息时代和社会发展背景,阐释了大学生信息素养教育的必要性和紧迫性,提出基于高等院校的大学生信息素养教育的对策和途径。 相似文献